assign1
mrsbethune
Assignment1StudentExample2.pptxResearch Task #1 Determining a Topic
By: SG
October 3rd, 2012
Find a Starting Point Starter Method #3: Exercise to Warm Up Your Research Muscles
I have prepared a cluster to illustrate the associations that come to my mind when I think of “Student Behaviors that Disrupt Learning”
In an effort to understand these student behaviors, I have also created a cluster to illustrate possible “Contributing Factors” to these student behaviors
As I look over the cluster I have created, I notice that some of the observable behaviors can be addressed by changes in classroom routines, while others require academic or social interventions through the support of specialists and counselors.
(Altrichter, Feldman, Posch, & Somekh, 2008; p. 37)
Find a Starting Point Starter Method #3: Exercise to Warm Up Your Research Muscles
Student Behaviors that Disrupt Learning
Observable Behaviors
Disruptive
Inattentive/Lacks focus
Off-Task
Aggressive toward self or others
Excessive Energy
Emotional/Crying/Tantrums
Destroys property
Tardiness
Absenteeism
Disrespectful toward others
Impulsive
Possible Factors
Immediate needs not met: nutrition, sleep, safety, love
Learning difficulties/disabilities
Lack of social skills
Inconsistencies in expectations
Unclear of rules/expectations
Unpredictable environment
Frustration
Behavior disorder
Emotional disorder
Time of day
Using this method requires a two-part writing task.
As I imagine this particular action research project beginning as an individual endeavor, I would incorporate the use of a video camera, which would capture student behaviors at set times during the day. I feel having these audio-visual recording will help me target a viable topic.
The first part of the writing will be a narrative of the event that has been recorded.
The second part would be a reflection on the event.
After employing each of these starter strategies, I may find that some patterns in behavior have emerged.
For example, upon returning from the lunch period, students tend call out more often, distract each other, exhibit less focus, have excessive energy, and are tardy more often.
(Altrichter, Feldman, Posch, & Somekh, 2008; p. 36)
Find a Starting Point Starter Method #2: The Slice of Life
This strategy will help me to identify the variables that are most relevant to my starting point: Student Behaviors that Disrupt Classroom Learning
This strategy will guide me through three steps: brainstorming, conducting and intuitive assessment, and drawing a pictoral representation.
(Sagor, 2000; p. 15)
Clarifying Your Starting Point The Priority Pie
Step 1: Brainstorming
What are the most significant disruptive student behaviors that I can address to decrease in the classroom?
Calling Out
Distracting Others
Lack of Focus
Excessive Energy
Tardiness
Clarifying Your Starting Point The Priority Pie
Step 2: Conducting and Intuitive Assessment
Now I can make a judgment about the relative influence each of these behaviors has in the classroom upon returning from the lunch period.
Calling Out 10%
Disruptions 20%
Lack of Focus 30%
Excessive Energy 30%
Tardiness 10%
Clarifying Your Starting Point The Priority Pie
Step 3: Drawing a Pictorial Representation
Clarifying Your Starting Point The Priority Pie
Calling Out Disruptions Lack of Focus Excessive Energy 10.000000 20.000000 30.000000 30.000000
Because I would like to enlist the assistance of at least one other colleague in my research pursuit, I would like to discuss my observations that have led me to my starting point.
Through conversation with my critical friend, we may make new discoveries about student behaviors patterns and a a variety of potential solutions to reducing disruptive student behavior in our classrooms.
(Altrichter, Feldman, Posch, & Somekh, 2008; p. 76)
Clarifying Your Starting Point Conversation with a Critical Friend
Determine a Viable Topic
Minimizing Disruptive Student Behaviors upon Returning from Lunch Period
Pose a Question
Can a reverse lunch schedule decrease disruptive student behaviors upon returning from lunch period?
References
Altrichter, H., Feldman, A., Posch, P., & Somekh, B. (2008). Teachers investigate their work: An introduction to action research across the professions (2nd Edition ed.). New York, New York: Routledge Taylor & Francis Group.
Sagor, R. (2000). Guiding school improvement with action research. Alexandria, Virginia: Association for Supervision and Curriculum Development.
